Positive and negative impacts of Subproject PIBID Natural Sciences in teaching training

The purpose of this study is to analyze the impacts on the training of graduates through the Programa Institucional de Bolsa de Iniciação à Docência (PIBID) [Program of Initiation to Teaching Scholarship], Universidade Federal Fluminense (UFF). To that end, a questionnaire was applied to 10 graduate...

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Detalles Bibliográficos
Autores: Souza, Dominique Guimarães de, Miranda, Jean Carlos, Souza, Fabiano dos Santos
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2020
País:Brasil
Institución:Centro Universitário La Salle (Unilasalle)
Repositorio:Revista de Educação, Ciência e Cultura
Idioma:portugués
OAI Identifier:oai:ojs.revistas.unilasalle.edu.br:article/5666
Acceso en línea:https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/5666
Access Level:acceso abierto
Palabra clave:Science Teaching
Teacher Training
PIBID.
Ensino de Ciências
Formação de Professores
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oai_identifier_str oai:ojs.revistas.unilasalle.edu.br:article/5666
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network_name_str Brasil
repository_id_str
dc.title.none.fl_str_mv Positive and negative impacts of Subproject PIBID Natural Sciences in teaching training
Impactos positivos e negativos do Subprojeto PIBID Ciências Naturais na formação docente
title Positive and negative impacts of Subproject PIBID Natural Sciences in teaching training
spellingShingle Positive and negative impacts of Subproject PIBID Natural Sciences in teaching training
Souza, Dominique Guimarães de
Science Teaching
Teacher Training
PIBID.
Ensino de Ciências
Formação de Professores
PIBID.
title_short Positive and negative impacts of Subproject PIBID Natural Sciences in teaching training
title_full Positive and negative impacts of Subproject PIBID Natural Sciences in teaching training
title_fullStr Positive and negative impacts of Subproject PIBID Natural Sciences in teaching training
title_full_unstemmed Positive and negative impacts of Subproject PIBID Natural Sciences in teaching training
title_sort Positive and negative impacts of Subproject PIBID Natural Sciences in teaching training
dc.creator.none.fl_str_mv Souza, Dominique Guimarães de
Miranda, Jean Carlos
Souza, Fabiano dos Santos
author Souza, Dominique Guimarães de
author_facet Souza, Dominique Guimarães de
Miranda, Jean Carlos
Souza, Fabiano dos Santos
author_role author
author2 Miranda, Jean Carlos
Souza, Fabiano dos Santos
author2_role author
author
dc.subject.por.fl_str_mv Science Teaching
Teacher Training
PIBID.
Ensino de Ciências
Formação de Professores
PIBID.
topic Science Teaching
Teacher Training
PIBID.
Ensino de Ciências
Formação de Professores
PIBID.
description The purpose of this study is to analyze the impacts on the training of graduates through the Programa Institucional de Bolsa de Iniciação à Docência (PIBID) [Program of Initiation to Teaching Scholarship], Universidade Federal Fluminense (UFF). To that end, a questionnaire was applied to 10 graduates who were part of the PIBID Natural Sciences Subproject at the “Escola Viva” Municipal School, Professor Edy Belloti, located in Santo Antônio de Pádua / RJ, in the period of 2014 and 2015. The questionnaire applied was composed of two open questions, which dealt with the positive and negative aspects of the Program, according to the perspective of the graduates. The results indicate a change in the attitude of the students as future teachers, who in their initial formation suffered a positive influence of the Program, seeking to relate theory and practice in the construction of a quality education, directly affecting their identity, professional and personal. During this process the graduates were led to reflect on the challenges found inside and outside the classroom, to find solutions to the obstacles and to overcome the traditional teaching model rooted in Brazilian schools. The present paper corroborates other studies that have demonstrated how a well-structured national public policy of initial teacher training can contribute to the valorization of the teaching profession, encouraging teacher education at the higher level for Basic Education through the insertion of the teacher into daily training school.
publishDate 2020
dc.date.none.fl_str_mv 2020-08-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/5666
10.18316/recc.v25i2.5666
url https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/5666
identifier_str_mv 10.18316/recc.v25i2.5666
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/5666/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2020 Educação, Ciência e Cultura
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Educação, Ciência e Cultura
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade LaSalle - Unilasalle Canoas
publisher.none.fl_str_mv Universidade LaSalle - Unilasalle Canoas
dc.source.none.fl_str_mv Educação, Ciência e Cultura; v. 25 n. 2 (2020); p. 205-219
2236-6377
reponame:Revista de Educação, Ciência e Cultura
instname:Centro Universitário La Salle (Unilasalle)
instacron:UNISALLE
instname_str Centro Universitário La Salle (Unilasalle)
instacron_str UNISALLE
institution UNISALLE
reponame_str Revista de Educação, Ciência e Cultura
collection Revista de Educação, Ciência e Cultura
repository.name.fl_str_mv Revista de Educação, Ciência e Cultura - Centro Universitário La Salle (Unilasalle)
repository.mail.fl_str_mv revista.educacao@unilasalle.edu.br
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spelling Positive and negative impacts of Subproject PIBID Natural Sciences in teaching trainingImpactos positivos e negativos do Subprojeto PIBID Ciências Naturais na formação docenteScience TeachingTeacher TrainingPIBID.Ensino de CiênciasFormação de ProfessoresPIBID.The purpose of this study is to analyze the impacts on the training of graduates through the Programa Institucional de Bolsa de Iniciação à Docência (PIBID) [Program of Initiation to Teaching Scholarship], Universidade Federal Fluminense (UFF). To that end, a questionnaire was applied to 10 graduates who were part of the PIBID Natural Sciences Subproject at the “Escola Viva” Municipal School, Professor Edy Belloti, located in Santo Antônio de Pádua / RJ, in the period of 2014 and 2015. The questionnaire applied was composed of two open questions, which dealt with the positive and negative aspects of the Program, according to the perspective of the graduates. The results indicate a change in the attitude of the students as future teachers, who in their initial formation suffered a positive influence of the Program, seeking to relate theory and practice in the construction of a quality education, directly affecting their identity, professional and personal. During this process the graduates were led to reflect on the challenges found inside and outside the classroom, to find solutions to the obstacles and to overcome the traditional teaching model rooted in Brazilian schools. The present paper corroborates other studies that have demonstrated how a well-structured national public policy of initial teacher training can contribute to the valorization of the teaching profession, encouraging teacher education at the higher level for Basic Education through the insertion of the teacher into daily training school.O presente trabalho tem por objetivo analisar os impactos na formação dos licenciandos por meio do Programa Institucional de Bolsa de Iniciação à Docência (PIBID), da Universidade Federal Fluminense (UFF). Para tal, foi aplicado um questionário a 10 licenciandos que fizeram parte do Subprojeto PIBID Ciências Naturais, na Escola Municipal “Escola Viva” Professora Edy Belloti, localizada em Santo Antônio de Pádua/RJ, no período de 2014 e 2015. O questionário aplicado era composto por duas questões abertas, que tratavam dos pontos positivos e negativos do Programa, segundo a ótica dos licenciandos. Os resultados obtidos indicam uma transformação na postura dos licenciandos enquanto futuros professores, que em sua formação inicial sofreram influência positiva do Programa, buscando relacionar a teoria e a prática na construção de uma educação de qualidade, afetando diretamente a sua identidade, profissional e pessoal. Durante este processo os licenciandos foram levados a refletirem sobre os desafios encontrados dentro e fora da sala de aula, buscarem soluções para os obstáculos e a superar o modelo de ensino tradicional enraizado nas escolas brasileiras. O presente trabalho corrobora outros estudos que têm demonstrado como uma política pública nacional de formação inicial de professores bem estruturada pode contribuir para a valorização do magistério, incentivando a formação docente em nível superior para a Educação Básica, por meio da inserção do professor em formação no cotidiano escolar.Universidade LaSalle - Unilasalle Canoas2020-08-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unilasalle.edu.br/index.php/Educacao/article/view/566610.18316/recc.v25i2.5666Educação, Ciência e Cultura; v. 25 n. 2 (2020); p. 205-2192236-6377reponame:Revista de Educação, Ciência e Culturainstname:Centro Universitário La Salle (Unilasalle)instacron:UNISALLEporhttps://revistas.unilasalle.edu.br/index.php/Educacao/article/view/5666/pdfCopyright (c) 2020 Educação, Ciência e Culturainfo:eu-repo/semantics/openAccessSouza, Dominique Guimarães deMiranda, Jean CarlosSouza, Fabiano dos Santos2021-08-26T20:09:11Zoai:ojs.revistas.unilasalle.edu.br:article/5666Revistahttp://www.revistas.unilasalle.edu.br/index.php/EducacaoPRIhttp://www.revistas.unilasalle.edu.br/index.php/Educacao/oairevista.educacao@unilasalle.edu.br2236-63771413-7321opendoar:2021-08-26T20:09:11Revista de Educação, Ciência e Cultura - Centro Universitário La Salle (Unilasalle)false
score 15.301603

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